Fullerton Online Teacher Induc2on Program

Pre/Observa(on/Post Cycle Form (POP)

Revised 4.20.17

Direc&ons for Prepara&on for POP Cycle

1. New Teacher (NT) and Mentor (ME) iden(fy date for lesson observa(on and set dates/(mes for pre- and post-observa(on conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Sec2on 1: New Teacher Informa2on, lesson plan, and Sec2on 2, Part A NT Reflec2on.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Direc&ons for Pre-Observa&on
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Sec(on 2, Part A: New Teacher Reflec(on; completes Sec2on 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observa(on conference. Lesson plan is adjusted as needed and finalized for delivery.
Direc&ons for Observa&on and Prepara&on for Post-Observa&on Conference
7. During lesson delivery, ME completes Sec2on 3A: ME Observa2on of Lesson Delivery, no(ng both Teacher Ac2ons and Student Ac2ons.
8. Prior to Post-Observa(on Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflec2on on Lesson Delivery.
Post Observa&on Conference Direc&ons:
9. Within 48 hours, NT and ME share notes; discuss lesson observa(ons and outcomes; complete Sec(on 4. All parts should be transcribed into one document and submi\ed to course instructor.
Informa(on is used for ILP.

Sec2on 1: New Teacher Informa2on

New Teacher Email Subject Area Grade Level

ncamp@ac(ondayprimar
Nancy Camp Mul(ple Subjects 3rd grade
yplus.com
Mentor Email School/District Date

shannah@ac(ondayprima
Suzanne Hannah Primary Plus October 8, 2021
ryplus.com
Content Standard Lesson Objec2ves Unit Topic Lesson Title

3.1-Students describe the

physical and human geography
and use maps, tables, graphs, Students will be able to
photographs, and charts to describe the dis(nct
organize information about characteris(cs of the
people, places, and Coastal Region of
environments in a spatial
California. Students will
context. 1. Identify Regions of California California Coastal Region
geographical features in their read an ar(cle and
local region (e.g., deserts, complete the strategy
mountains, valleys, hills, guide using the passage
coastal areas, oceans, and that they have just read.
lakes)
ELD-I will pre-teach the
vocabulary used in the lesson.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy per2nent elements from ILP for POP Cycle focus.)

1 - Emerging 2 - Exploring 3 - Applying 4 - Integra2ng 5 – Innova2ng

NT pedagogical skills are newly formed Skills are developing as NT Skills are applied as NT makes Skills are refined as NT combines Skills are polished as NT expands
and just coming into prominence inves(gates and examines increased relevant and suitable elements into a cohesive and unified ability to add new methods and
pedagogical prac(ces use of pedagogical choices pedagogical repertoire strategies into pedagogical repertoire

CSTP Element Ini2al Ra2ng Ra2ng Descrip2on (Iden2fy both teacher and student ra2ng for CSTP 1 and 2.)

I feel that the lesson plan is good at incorpora(ng different

Creating a rigorous learning elements to support all student learning. With a mix of
environment with high technology, whole class work, and small group work, I’m
2.4 Emerging
expectations and appropriate hoping that every student's learning needs will be met. Also, by
support for all students working in small groups, I feel that makes it easier for me to
get around to check in on everyone.

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 I have a couple of students who have a difficult (me staying on
Developing, communicating, task. My goal is to partner them up with more responsible and
and maintaining high focused students so that they are given an opportunity to be
2.5 Emerging
standards for individual and successful. I will explain at the beginning of the small group
group behavior work that if groups are not working together well they will
have to work on their own.
Sec2on 2: Pre-Observa2on Conference
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice

Emily should be in a special

Focus Students
• Summarize cri(cal needs and
how you will address them
during this lesson.
educa(on class, or at the very
least, have an aid in the class
with her. I’m not sure an aid
could help though because
she is so far behind. She has
an IEP and I think she is at
around a 1st grade level of
learning. I am at a private
school that lacks resources for
Nikolay (I don't have English students like this. We have
Learners so I'm choosing my Jordan has a hard (me gegng told the parents many (mes
student who has ADHD) He is started. He will sit through an that she needs more than we
literally all over the classroom en(re work period staring at his are able to provide with our
and is definitely my most paper. I've no(ced that when he curriculum and resources.
challenging student works with a partner he is able She should be put into a
behaviorally. I will pick him to to get through the work because public school where she
be with one of the students of the support the other student would have access to more
with whom he works very well. gives. Jordan is smart. He can do resources. Their response is
Some partners seem to the work. Some(mes he just always the same.... Put her
actually help keep him calm needs a good partner to help back into 2nd grade, which I
and focused so I will pair him bring out the best in himself. believe is illegal for students
up with one of those studnets. with an IEP. I did find her an
aher school tutor, but I'm not
sure how much it is going to
help. She is moving to San
Diego at the end of the month
and will be a\ending a public
school. This is a good thing! ’m
going to make sure that it is
communicated to the new
school how much help she
needs.
Part A: NT Reflec2on
Part B: ME Feedback
Use quesFons to guide reflecFon on the lesson
Provide feedback on lesson plan reflecFon.
plan.

My special emphasis is in trying to keep

Inquiry Focus/Special Emphasis
• What is your inquiry focus and/or special
emphasis?
• How will you incorporate the inquiry focus
and/or special emphasis into the lesson?
• What specific feedback do you want from your
ME?
students challenged and at the same (me,
remind them that I have high expecta(ons
for both learning and behavior during the
lesson. The specific feedback I want from
the ME is to make sure that my lesson is
engaging and interes(ng for all students.
Nancy has some challenging students this
year so I think focusing on engagement
and behavior, especially s2ll being pre]y
close to the beginning of the school year,
is a good choice.

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Inquiry Focus/Students
• What specific feedback regarding your focus
students do you want from your ME?
Specific Feedback
• What addi(onal specific feedback do you want
from your ME regarding lesson
implementa(on?
Instruc2onal Planning
• How is the lesson structured (opening, body,
and closing)?
• What varied teaching strategies and
differen(ated instruc(on will help students
meet lesson goals?
• What progress monitoring strategies will be
used? How will results inform instruc(on?
Student Engagement/Learning
• How will you make the lesson relevant to all the
students?
• How will students show progress towards
master of lesson objec(ves?
Classroom Management
• How will you maintain a posi(ve learning
environment with a welcoming climate of
caring, respect, and fairness?
• Iden(fy specific classroom procedures and
strategies for preven(ng/redirec(ng
challenging behaviors.
Closure
• How will you close your lesson?
• How will you assess student learning and
prepare them for the next lesson?
Teacher Ac2ons
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Student engagement is what I am most While observing the lesson, I will make
concerned about. These three students sure to pay a]en2on to how students are
lack focus and have a hard time getting working in small groups. I will also look
started. They seem to do better when for students who are having a hard 2me
they are working in partner groups. ge_ng started.
I would like to know if my mentor felt that I
set up the lesson in a good way.
When observing the lesson, I will pay
Specifically, I’m looking for feedback on the
close a]en2on to the flow and will be
flow of the lesson and if she thinks that it
looking for smooth transi2ons.
makes sense moving from one transi(on
to the next.
My lesson is part 1 of a 5 lesson plan
California regions. The lesson I will be
sharing is about the coastal region of
California. The lesson will open with a 2
minute video introducing students to the
I like the way she is going to play a short
coast of California.I will then have them fill
video at the beginning to grab students'
out four mul(ple choice ques(ons. We will
a]en2on. I like that there is a mix of
discuss the answers together as a class.
individual work and partner work.
Once we break up into partners, students
will be able to work on their worksheets
together. iPads will be available to research
their ques(on. I will walk around the
classroom and monitor student progress.
We have talked about the beach a lot in
our class. Every one of my students has
been to the beach. I’m going to connect It is always beneficial to relate lessons to
them to the idea of trash at the beach and real life circumstances.
how we need to protect our coastline for
both the animals and for the people.
I like to do partner work. I always choose
s(cks for partner work so students can
From what I’ve already observed, Nancy
work with different people and it is more
seems to have a good idea of what
fair. This way, I can see who works well
classroom management should look like.
together and who is just goofing off. Now
I like that she is so focused on it at the
that we are a couple of months into school,
beginning of the year so that she is able
I am more able to put two people together
to gain insight into student behavior. This
that I know work be\er together. I feel
will only help her as the year progresses.
more confident selec(ng myself then
relying on the s(cks all the (me.
The lesson will close with a few groups
going over a couple of their answers. They Overall, I think this is a good lesson plan. I
will turn in theyr worksheets so I can see look forward to observing it.
how coomplete they are.
Sec2on 3: Observa2on of Lesson Delivery
Part 3A: ME Observa2on of Lesson Delivery Part 3B: NT Reflec2on on
Student Ac2ons Lesson Delivery
Page

EXAMPLE
CSTP 1: Engaging All Students
• In what ways were
students engaged?
When teacher reviewed worksheet, she asked addiFonal
quesFons of analysis and evaluaFon (“which problem-
solving strategy do you prefer? How could you create a
math problem that could be solved with this strategy?”)
Student groups answered worksheet quesFons that
Students completed the worksheets and were able to ask
included all levels of Bloom’s (“IdenFfy 6 problem-solving
quesFons. Most groups needed revisions for their quesFons;
strategies; pick two strategies and idenFfy at least one
comparison/contrast was the most common analysis
similarity and one difference between them”). Groups then
quesFon. I need to give them a Bloom’s quesFon stems
selected a strategy and created two math problems to
handout next Fme.
exchange tomorrow.

Specific Feedback
• What informa(on can
you provide the NT
regarding requested
special feedback?

CSTP 1: Engaging All

Students
• In what ways were
students engaged?
How were students not
engaged?
• How did students
contribute to their
learning?
• How did teacher and/or
students monitor
learning?
• How were the focus
students engaged and
supported throughout
the lesson?

CSTP 2: Effec2ve
Learning Environment
• How did students and
teacher contribute to
an effec(ve learning
environment?

CSTP 3: Organizing
Subject Ma]er
• What ac(ons of the NT
contributed to student
assimila(on of subject
ma\er?
• How did students
construct knowledge of
subject ma\er?
• What misconcep(ons
did students have and
how were they
addressed by the
teacher?

CSTP 4: Learning
Experiences
• How were students
supported through
differen(ated
instruc(on?
• How did students
par(cipate?
• How did the NT
contribute to student
learning?

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 CSTP 5: Assessing
Student Learning
• How did students
demonstrate
achievement of lesson
objec(ves?
• In what ways did
students struggle or
demonstrate limited
understanding?
• What teacher ac(ons
contributed to student
achievement?

Sec2on 4: Post Observa2on Conference

To what degree did
students achieve lesson
objec(ves?

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did focus
students achieve lesson
objec(ves?

What would you do

differently next (me?

What were three top

Lesson Strengths?

What were three top areas

for improvement?

What are next steps?

Other Comments/Notes

All parts of this form should be transcribed (typed; not hand-wri]en) into a single document and submi]ed to course instructor.
Informa2on from this POP Cycle should be summarized on the NT ILP as appropriate.

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